A LIS collaboratory to bridge the research‐practice gap

Purpose – The purpose of this paper is to report results of a study which investigated the growth of open access (OA) journals across the world with reference to the Asian region. Details of 117 OA journals were collected from the Directory of Open Access Journals (DOAJ) to determine the geographic distribution, language of publication and growth of periodical year-wise. The study makes detail analysis of four OA periodical published from India, Iran, Pakistan and Taiwan. Pattern of authorship and contribution according to nature of professional work were analyzed. The study reveals that most contributions were made by teaching professionals in comparison to working library and information officers. Single-authored contributions dominated (44 per cent) in all periodicals of the Asian region, indicating low amount of teamwork/collaborative contributions to library and information science (LIS) research by the authors of this region. To know the subject distribution of articles, the study was limited to 27 ...

Objective. The objective of this study was to examine the influence and collaboration patterns within library and information science (LIS) research, with a particular focus on the contributions of universities over time. Design/Methodology/Approach. This study used bibliometrics and LIS network analysis to examine 14,517 articles indexed in Scopus from 1954 to 2023. The Bibliometrix R-package was used to identify publication trends, influential institutions, authors, and collaboration networks in the LIS field. Findings. The key findings indicated that Wuhan University was the foremost institution in LIS research, with notable contributions from Chinese scholars who were identified as the most influential authors in the field. The keywords “information science” and “information retrieval” emerged as common thematic areas, reflecting core research interests. The content analysis also revealed that LIS research had robust connections with fields such as physics, computer science, and information technology, underscoring an interdisciplinary trend. Originality/Value. This study offered original insights into the evolving landscape of LIS research, identifying both leadership in academic output and potential gaps in current research coverage. It underscored the necessity for future research to expand the scope of its database and refine keyword selection for more comprehensive representation. The findings contributed to the strategic development of LIS research and the fostering of international collaboration.

A ten year bibliometric analyzes was conducted from 2005-2014 to examine patterns of publication in Nigerian Libraries , a frontline national journal in library and information science (LIS) research and publication in Nigeria, published by the Nigerian Library Association (NLA), a professional body of LIS researchers in Nigeria. The objectives of the study were to determine the most productive authors and institutions, extent of research collaboration and trend in keywords/themes/research areas. The results of the study revealed the 7 most productive authors that published in Nigerian Libraries with minimum of 3 papers. In terms of the most productive institutions, the University of Benin, the University of Nigeria, and the University of Ilorin topped the list of the most productive institutions that published in the Nigerian Libraries , while there was a balance between single authorship (50.0%) and joint authorship (collaboration) (50.0%) in published papers. The dominance major keywords/themes/research areas in the study were information technology/information and communication technology, library and information services, and library automation/computerization. The paper concluded that, LIS researchers in Nigeria would in the nearest future join their counterparts in the world to embrace research collaboration. Based on the findings of the study, it was recommended that, there should be increased funding of LIS research by stakeholders towards increased in productivity among LIS researchers and institutions in Nigeria.

How important is computing technology for library and information science research?

A Review of:
 Turcios, M. E., Agarwal, N. K., & Watkins, L. (2014). How much of library and information science literature qualifies as research? Journal of Academic Librarianship, 40(5), 473-479. http://dx.doi.org/10.1016/j.acalib.2014.06.003
 
 Objective – To determine how much of the literature in a library and information science (LIS) periodical collection qualifies as research. 
 
 Design – Content analysis.
 
 Setting – The LIS periodicals collection of an academic library that supports an established LIS graduate program at a college in the United States of America. 
 
 Subjects – Of the 177 identified periodicals with LIS content that fell within project scope from the local collection, researchers analyzed 101 journals that include academic/scholarly content and an additional 4 journals with relevant trade content. This study excluded open access (OA) journals.
 
 Methods – Using the most recent issue of each subject journal from the fiscal year 2012-2013, the authors performed a content analysis on all indexed content items, and then classified each content item as research or non-research. For content identified as research, researchers identified the research method (or methods) used. The data collection tool also captured identifying information and keywords for all content. 
 
 Main Results – Within the journals meeting the scope of this study, researchers identified 1,880 articles from 105 individual journal issues. Only 16% (n=307) of articles met the authors’ established definition to qualify as research. Within the subset of research articles, the authors further identified 45% (n=139) that used a single research method. An additional 36% (n=112) of identified research articles used two research methods and 15% (n=46) used three methods, with the remainder using four or more methods. 
 
 Surveys were the most frequently used research method, accounting for 49% (n=66) of the single method studies. The researchers discovered that surveys remained popular even in mixed-method studies, with 21% (n=117) of all identified research articles using surveys. This is closely followed by 20% (n=109) of studies reported as using the general category of “other” methods, for research that did not meet one of the predefined methods. The next two most popular identified methods were case studies at 13% (n=73), followed by content analyses at 13% (n=71). For the eight other research methods identified, none saw a frequency above 10%. Focus groups and usability studies tied for the least frequently used method among the 307 articles, both at 2% (n=9).
 
 The keyword analysis focused on two categories, one for research article keywords and another for non-research article keywords, for all 1,880 articles identified. Non-research articles had less reliance on keywords, with authors reporting keywords appearing on 73% (n=1156). Within these, authors discovered 120 separate keywords used 10 or more times across non-research articles. The top ten keywords among non-research articles were reported as primarily related to books and publishing, with “non-fiction,” “adult,” and “libraries” as the top three. By comparison, research articles heavily favour the use of keywords, with 94% (n=290) of research articles having keywords. Analysis of the individual keywords found 56 keywords appearing 10 or more times across research articles. The top ten keywords are primarily practice related, with “information,” “libraries,” and “library” being the top three. When comparing shared keywords across both categories, the same top three keywords reported for research in the previous sentence apply to the collective set.
 
 Conclusion – The authors note that the nature and size of the local collection both benefited and limited this study. Compiling and maintaining a comprehensive list of LIS periodicals is a challenging task across a large body of potential sources. Within the resulting periodicals studied, a mere 16% of analyzed LIS literature met the criteria to qualify as research, and that only after the study had eliminated virtually all trade periodicals from the population. Had that trade literature been included, the percentage qualifying as research would have been even lower. The popularity of surveys as a research method among LIS research reflects other recent findings, though the frequency of studies falling into the general “other” category suggests that LIS research is changing. Based on this research, the authors conclude that there is still much to be learned from content analysis of literature published in LIS periodicals. Future analyses could further examine the frequency of research methods used within LIS research.

How library and information science (LIS) academic administrators perceive e-learning (EL) in LIS schools is examined, particularly what LIS academic administrators see as the merits and demerits of using EL, what types of constraints they face in using EL to provide LIS education, and how they overcome the constraints of EL systems in LIS schools. An exploratory online email interview was conducted, using a link to a questionnaire, with 85 LIS academic administrators around the world in order to gather perceptions and experiences regarding EL usage in LIS schools. The respondents reported some major merits, demerits, and some constraints, which they face in using EL systems in their schools. They also proposed the design of a long-range plan for EL growth, the implementation of interactive and online office hours, and the establishment of consortia across universities to overcome constraints on EL usage in LIS education. The respondents had neither highly-positive nor highly-negative opinions about EL usage in LIS schools.

This special issue on race relations and racial inequity in Library and Information Science (LIS) is a response a recent wave of advocacy, activism, and protests. Its explicit purpose is to address the lack of research on race and inequity within our field. The purpose of this contribution to the issue is to substantiate that statement by performing a bibliometric analysis of the last 40 years of LIS scholarship to quantify the amount of attention given to race and racial inequality over that period. We find that despite an important increase in BIPOC-related research in LIS, the numbers remain quite low with approximately 2% of LIS publications containing terms related to racial inequality and BIPOC communities, and this research also tends to be less cited than the average LIS papers in the same area. We also find that this research is present in several areas of the field, although unevenly distributed across them. The trends presented in this paper may help when discussing sensitive issues regarding systematic discrimination, help create and sustain momentum towards change, and address the persistent lack of diverse perspectives and approaches across LIS scholarship and practice.

PurposeThe purpose of this study is to explore to which extent data mining research would be associated with the library and information science (LIS) discipline. This study aims to identify data mining related subject terms and topics in representative LIS scholarly publications.Design/methodology/approachA large set of bibliographic records over 38,000 was collected from a scholarly database representing the fields of LIS and the data mining, respectively. A multitude of text mining techniques were applied to investigate prevailing subject terms and research topics, such as influential term analysis and Dirichlet multinomial regression topic modeling.FindingsThe findings of this study revealed the relationship between the LIS and data mining research domains. Various data mining method terms were observed in recent LIS publications, such as machine learning, artificial intelligence and neural networks. The topic modeling result identified prevailing data mining related research topics in LIS, such as machine learning, deep learning, big data and among others. In addition, this study investigated the trends of popular topics in LIS over time in the recent decade.Originality/valueThis investigation is one of a few studies that empirically investigated the relationships between the LIS and data mining research domains. Multiple text mining techniques were employed to delineate to which extent the two research domains would be associated with each other based on both at the term-level and topic-level analysis. Methodologically, the study identified influential terms in each domain using multiple feature selection indices. In addition, Dirichlet multinomial regression was applied to explore LIS topics in relation to data mining.

This study investigates the current coverage and treatment of strands of diversity in Library and Information Science (LIS) graduate curricula by examining 19 American Library Association (ALA) accredited Master of Library and Information Science (MLIS) programmes. The purpose is to analyze the depth and breadth of diversity-related topics in LIS programmes to determine the emphasis that LIS educators place on diversity-related content in the relevant coursework. Diversity-related topics were identified and categorized based on the published literature, and the contents of 84 course syllabi were examined. The findings show that while diversity-related topics are not prioritized in LIS programmes at present, the relevant content in curricula is increasing at a slow but significant rate. Diversity-related courses prepare aspiring librarians and information professionals to work with different cultural groups, young adults, and children. However, there is little interest in providing equitable services to minority groups in terms of gender and race/ethnicity, and people with disabilities. The findings of this study can provide a practical roadmap and useful insights for LIS educators, researchers, and practitioners.

Purpose The purpose of this study is to investigate generative artificial intelligence (AI) literacy integration within library and information science (LIS) educational programs, examining how academic curricula prepare future professionals to engage critically and competently with AI technologies. Design/methodology/approach A dual methodological approach combining a systematic scoping review of AI literature in LIS and a detailed analysis of syllabi from leading international LIS programs is used. The review identifies emerging trends and frameworks, while the syllabi analysis examines practical implementation. Findings The investigation reveals significant pedagogical fragmentation and global inequities in the integration of AI literacy in LIS programs, characterized by a lack of consensus around the frameworks used, institutional disparities and false dichotomies between technical and critical pedagogies. Research limitations/implications This study highlights the risks of stratification, where some programs offer sophisticated interdisciplinary training, while others provide only technical instruction, potentially fragmenting the global LIS community, at a time when coordinated responses to AI’s implications are crucial. Practical implications While many programs have implemented basic AI literacy, there is uneven global integration of critical AI literacy, which more closely aligns with the profession’s values of social justice and democratic well-being (ALA, 2023; IFLA, 2025). Social implications Research addresses the profession’s obligation to serve as ethical information stewards in an algorithmic age, emphasizing that graduates must leverage AI capabilities while critically examining implications for information equity, privacy and democratic participation (ALA, 2023; IFLA, 2025). Originality/value This research bridges the gap between conceptual developments in LIS research and practical educational implementation, providing the first comprehensive analysis of AI literacy operationalization across international LIS curricula.

Abstract: In Western countries, the philosophy of information has emerged in the last two decades and influenced the core ideas of library and information science (LIS). Chinese information philosophy, which Kun Wu proposed in the 1980s, has been largely ignored in LIS. Chinese information philosophy is a unique academic school in the international information philosophy community and has great potential to update foundations in LIS. This paper investigates the value and implications of Chinese information philosophy for metatheoretical research in LIS. It draws out theories of this philosophy in the digital age to discuss insights LIS can gain, including in information ontology and epistemology, information thinking theory, information evolution theory, holographic theory, social information theory, and information production theory. Introducing Chinese information philosophy to LIS will change the metatheoretical landscape of the discipline and bridge Chinese and Western LIS to a large degree.

The field of Library and Information Science (LIS) has experienced significant epistemological and methodological shifts over the past decades, reflecting broader intellectual trends across the social sciences. This study systematically reviews the evolution of research paradigms in LIS, with a focus on tracing the movement from traditional positivist frameworks toward more interpretivist, critical, and pragmatic orientations. Motivated by the need to understand how research philosophies shape knowledge production and professional practice, the study investigates the dominant paradigms employed in LIS research from 2000 to 2024. A narrative review methodology was adopted, using PRISMA guidelines to identify and analyse peer-reviewed journal articles, doctoral theses, and key conference proceedings retrieved from major databases including Google Scholar, ResearchGate, Academia.edu, African Journals Online (AJOL) were coded and thematically analysed to determine the frequency, distribution, and contextual application of various paradigms. Findings reveal a steady decline in the exclusive reliance on positivist approaches and a growing embrace of mixed methods research underpinned by pragmatism. There is also a noticeable increase in critical and transformative paradigms addressing social justice, equity, and user-centered knowledge services. However, evidence suggests that many studies still lack clear alignment between research questions, methodologies, and underlying philosophical assumptions. The study concludes that greater paradigm awareness is essential for methodological rigour and relevance in LIS research. It recommends the integration of paradigm literacy into LIS curricula and calls for more reflexive and context-driven research practices.

PurposeThe purpose of this paper is to examine how and to what extent knowledge management (KM) has been incorporated into the library and information science (LIS) curriculum.Design/methodology/approachThe study is conducted using an e‐mail questionnaire survey of LIS academics world‐wide who adopted KM education in their schools. Based on a preliminary survey of 600 LIS schools' homepages, a structured questionnaire is sent out to 106 LIS academics via e‐mail. In total, 58 filled‐in questionnaires are received, of which 57 are valid for analysis. The analysis follows a combination of qualitative and quantitative approaches of research with a primary focus on qualitative analysis.FindingsLIS has assimilated the core content of KM based on the combination of varying proportions of major perspectives and skill‐sets of KM with an emphasis on information management and information technology‐oriented courses. The study also finds that LIS has incorporated KM following a partial adoption process through mutual borrowing of knowledge between LIS and KM.Research limitations/implicationsMany LIS schools, especially from non‐English speaking countries, do not come under investigation due to their lack of web accessibility.Practical implicationsThis paper reinforces the curriculum renovation of LIS with the incorporation of KM. It suggests a strong interdisciplinary collaboration with other disciplines having KM interests, and the adoption of a balanced approach to KM that would consider wider audiences and market demand.Originality/valueThe study presents the practical experiences of LIS academics who adopted KM education. The study also explores the concept of “mutual borrowing of knowledge” between LIS and KM.

Methodological pluralism or plurality is considered as the employment of more than one method in an inquiry. Methodological pluralism can be categorised into mixed methods and multi-method. The current study explored the use of methodological pluralism in Library and Information Science (LIS) research produced by Pakistani authors. Qualitative content analysis was used to explore latent and manifest use of methodologies in research articles authored by Pakistani published between 2001 and 2016 in national and international journals. Multiple searching strategies were used to identify the articles published in international journals. Findings show that high majority of Pakistani authors did not use the terms mixed methods and multi-method in the description of methodology. Nearly one third (30%) research articles used more than one method. The share of multi-method research (16%) is slightly higher than mixed methods research (14%). In multi-methods articles, combining of quantitative methods was less prevalent as compared to qualitative methods. Multi-method quantitative was used in only six articles. In case of multi-method qualitative design, interviews, personal communication and discussion with experts, literature review and content analysis are the most popular methods. In mixed methods research, interview and questionnaire are the most used methods. Growth in methodological pluralism is half than growth of articles with single method. Knowing and elaboration of the differentiation in mixed methods and multi-method can help in the education and use of methodological pluralism among LIS researchers. Authors should use and explore methodological plurality by treating multi-method designs as separate from mixed method designs.

The purpose of this systematic review is twofold: (1) to critically analyse relevant technology acceptance theories and identify the most suitable frameworks for understanding user behaviour and technology adoption in Library and Information Science (LIS) research, and (2) to explore the potential of UTAUT2 in qualitative research within the LIS context. Specifically, it answers the research question: How has UTAUT2 been applied in qualitative studies to understand user behaviour and technology adoption? To ensure a robust dataset, a systematic search was conducted across four major academic databases SCOPUS, Web of Science, LISTA and Google Scholar. The literature review provides a comprehensive overview of UTAUT2, offering qualitative insights and highlighting its applicability to LIS research. This is the first study to critically highlight technology acceptance theories, offering detailed criticisms that enhance LIS researchers’ understanding and ability to decide on appropriate technology adoption theories. The findings reveal that a substantial body of research employs UTAUT2 in qualitative contexts, underscoring its relevance and value. This study contributes to the theoretical discourse by clarifying the qualitative dimensions of UTAUT2 and providing valuable insights for researchers and students in LIS.